JUN  3»  1928- 

L.  I  B  R  "  '  • 


i    ).MI:  Ec'oxoMirs  CIUOCLAI:  No.  0.  October,  1020. 


HOME  ECONOMICS  COURSES  OF  STUDY  FOR  JUNIOR 

HIGH  SCHOOLS. 


INTRODUCTION. 

Tt  is  the  consensus  of  opinion  that  in  the  first  four  years  of  the 
elementary  school  both  boys  and  girls  should  be  given  progressive 
instruction  in  industrial  arts.  This  \vork  should  involve  the  ma- 
nipulation of  materials  and  processes  in  paper  and  cardboard,  tex- 
tiles, basketry,  weaving,  and  drawing.  There  should  be  acquired 
a  control  of  the  larger  muscles  and  a  familiarity  with  certain  simple 
common  tools,  but  no  project  requiring  close  application  or  fine  co- 
ordination of  muscles  should  be  chosen. 

Beginning  with  the  fifth  grade,  the  lines  of  work  for  boys  and 
girls  should  diverge.  Simple  food  preparation  and  housewifery 
should  be  the  chief  topics  in  the  home-making  classes  for  girls 
throughout  the  fifth  grade,  and  sewing  and  food  preparation  should 
be  given  in  the  sixth  grade  with  constant  reviews  of  the  housewifery 
pi-act  ices  taught  in  the  preceding  grade. 

The  dominant  thought  of  the  fifth  grade  food  work  should  be 
"  What  foods  are  needed  by  fifth-grade  children  in  order  that  they 
may  grow  and  be  strong."  The  actual  cookery  should  be  of  the 
common  and  least  expensive  foods  and  by  the  simplest  methods. 
Breakfast  cereals,  rice,  soft  cooked  eggs,  (oast,  plain  custards,  cocoa, 
and  similar  preparations  should  be  chosen  as  lesson  subjects  with 
especial  stress  placed  upon  the  care  and  use  of  milk,  the  value  of 
cereals  and  vegetables  in  the  diet,  and  upon  neat  methods  of  work 
and  scrupulous  cleanliness  of  person,  utensils,  and  methods. 

The  sewing  should  consist  of  simple  projects  adapted  to  the  inter- 
e.-ts  of  the  children  at  the  period  of  their  development.  Work  which 
requires  close  application  and  line  exact  motions  is  physiologically 
contra  indicated. 


2  HOME  ECONOMICS   COURSES   OF  STUDY. 

Housewifery  lessons  should  consist  of  teaching  the  care  of  a  bed- 
room, table  setting,  careful  dusting,  and  dishwashing. 

The  spirit  and  motive  of  home  economics  teaching  should  differ  in 
these  grades  from  those  dominating  the  instruction  given  in  the 
junior  high  school. 

It  is  concluded  'that  a  girl  entering  the  seventh  grade  of  school 
should  know  how  to  follow  a  simple  recipe  accurately,  how  to  measure 
food  materials  correctly,  and  how  to  regulate  temperatures  for  boil- 
ing and  baking.  She  should  be  able  to  assist  dextrously  in  making  a 
bed,  in  caring  for  toilet  articles,  in  setting  a  table,  in  dusting  a  room, 
in  washing  dishes,  and  in  putting  away  fresh  and  cooked  foods.  She 
should  be  able  to  sew  a  straight  seam  on  the  sewing  machine,  cut  by 
a  two-piece  commercial  pattern,  baste  seams,  darn  her  stockings,  sew 
on  buttons,  and  work  buttonholes,  and  also  be  able  to  wash  and  iron 
small  light  articles  of  cotton  and  linen. 

She  should  understand  the  more  elementary  facts  concerning  the 
right  choice  of  foods,  correct  food  habits,  personal  hygiene,  and  care- 
ful use  of  foods,  clothing,  and  household  furnishings. 

With  this  foundation  she  will  be  prepared  to  profit  by  the  course 
hereinafter  recommended. 

Special  adjustment  of  home  economics  work  should  be  made  in 
schools  where  home  economics  is  not  begun  until  the  seventh  grade. 
A  more  elementary  course  should  be  planned  for  the  seventh  grade 
with  at  least  one  extra  double  period  scheduled  weekly  during  this 
year.  Additional  time  should  also  be  allotted  to  home  economics  in 
the  eighth  and  ninth  grades. 

Unfortunately,  in  certain  school  systems  home  economics  is  still 
limited  to  the  grades  of  the  four-year  high  school.  Where  this 
condition  exists  certain  changes  should  be  made.  Home  economics 
should  be  a  required  course  for  all  ninth-grade  and  tenth-grade 
girls.  From  8  to  10  periods  per  week  should  be  assigned  to  this 
subject,  and  the  course  herein  planned  should  be  modified  to  meet 
this  condition. 

A.   TIME  ALLOTMENT. 

The  following  time  allotment  should  be  made  for  home  economics : 
In  school  systems  having  the  6-3-3  plan,  with  home  economics 
taught  in  the  fifth  and  sixth  grades,  at  least  this  much  time  per 
week  should  be  required  in  the  seventh  and  eighth  grades:  Two 
double  periods,  equaling  about  180  minutes;  one  single  period,  equal- 
ing about  45  minutes  for  supervised  study,  recitation,  etc.;  study, 
practice,  and  observation  at  home,  90  minutes. 

In  the  ninth  grade  home  economics  should  be  required  as  follows: 
Three  double  periods  about  270  minutes;  two  single  periods  about 
90  minutes ;  home  study,  practice,  and  observation,  90  minutes. 


HOME   ECONOMICS   COURSES   OF   STUDY.  3 

If  the  usual  period  is  of  GO  minutes'  duration,  then  the  following  is 
a  possible  though  not  a  most  desirable  arrangement  for  the  seventh 
and  eighth  grades:  One  double  period,  120  minutes;  two  single 
periods,  60  minutes  each,  120  minutes;  home  study,  practice,  etc.,  90 
minutes. 

In  schools  having  the  8-4  plan  with  no  home  economics,  in  the  ele- 
in  the  lower  grades,  the  time  should  be  as  follows  in  the  seventh, 
eighth,  and  ninth  grades :  Three  double  periods  per  week,  about  270 
minutes :  two  single  periods  per  week,  about  90  minutes ;  study,  prac- 
tice, and  observation  at  home,  120  minutes. 

In  schools  having  the  8-4  plan  with  required  home  economics  ;in 
the  grades  six  to  eight  at  least  one  additional  year;  of  home  economics 
should  be  required.  This  required  home  economics  should  be  not 
less  than  three  double  periods  per  week,  270  minutes ;  two  single  pe- 
riods, 90  minutes;  home  study,  practice,  and  observation,  90  minutes. 

In  schools  having  the  8-4  plan  with  no  home  economics  in  the  ele- 
mentary grades,  home  economics  should  be  required  in  the  ninth 
and  tenth  grades,  and  be  as  follows:  Four  double  periods  per  week, 
.'WO  minutes;  one  single  period  per  week,  45  minutes;  study,  practice, 
and  observation  at  home,  120  minutes. 

B.   ELECTIVE    COURSES. 

Elective  courses  in  home  economics  should  be  offered  in  all  senior 
high  schools.  These  courses  should  be  full-credit  courses  and  the 
equivalent  in  time  and  value  to  other  elective  subjects.  The  rates 
of  practice  to  class  time  should  vary  with  the  subject.  In  small 
high  schools  it  is  well  to  rotate  the  various  elective  courses  in  home 
economics,  since  it  is  quite  probable  that  the  classes  will  be  small. 
The  greatest  difficulty  in  such  a  rotation  is  that  of  schedule  making, 
but  it  is  a  difficulty  not  impossible  of  satisfactory  solution.  Girls 
over  14  years  of  age  should  be  admitted  to  the  junior  high  school 
home-economics  class,  and  where  the  number  of  retarded  girls  justi- 
fies the  formation  of  half-day  classes  these  should  be  maintained. 

C.  OITUM:  or  <  m  K^KS  KKQUIRED  IN  JUNIOR  HIGH  SCHOOL. 

All  of  the  following  courses  are  intended  to  be  suggestive.  It  is 
anticipated  that  the  intelligent  teacher  will  modify,  eliminate,  or 
substitute  projects  as  the  needs  of  her  pupils  justify  changes.  It  is 
not  assumed  that  all  of  these  projects  could  be  covered  during  any 
one  course,  and  that  not  infrequently  the  project  here  selected  for 
one  unit  may  be  most  suitable  in  some  later  unit.  Time  allowance, 
seventh  and  eighth  grades:  Two  double  periods:  1  period  of  study, 
recitation,  or  reports;  '•>()  minutes,  .study,  practice,  and  observation 
out  of  school. 


HOME  ECONOMICS   COURSES   OF   STUDY. 


MOTIVES. 


Promote  home  helpfulness,  form  right  health  habits,  awaken  an 
intcrot  in  the  economics  of  clothing  and  food,  and  train  in  the 
performance  of  certain  household  operations. 


1  iK>T  HALF  TERM. 


Topic :  The  care  of  clothing;  thrift  in  selection  and  making.    Cor- 
iviait-d  with  geography,  English,  arithmetic,  art,  and  general  science. 


Suggested   school   projects. 


1. 


-1. 


1.  Ca«'o  of  ctatMng. 

(«)  Stocking  darn- 
ing. 

(b)  Patchirg,  repair 
of  undergar- 
ments. 

(o)   Laundering       of    2. 
undergarments. 

(<1)    Milking       soiled    3. 
clothes  bag. 

2.  Selection   and  making. 

(n)  Kiniona  night 
dres*. 

(b)  Apron. 

(c)  Bloomers. 

(d)  Middy. 

(e)  Underskirt. 

(f)  One    project    re- 

quiring cooper- 
ation of  sev- 
eral pupils. 


Home  projects. 

The  family  work  bas- 
ket. 

(a)  Family  darning. 

(b)  P>utt  >RS  replaced. 

(c)  Buttonholes     re- 

paired. 

Care  of  stockings,  as 
affecting  wear. 

Care  of  o\vn  shoes. 

Expense  account  of 
necessary  clothing  of 
child  at  tliis  age. 


Investigation   reports  and 
recitations. 

1.  Cost  of  homemade  vs. 

reiidymade  garments. 

2.  Samples  of  white  cloth 

with    cost,    fineness, 
and  weave. 

Samples  mounted  and 
named. 

3.  Samples  printed  cotton 

cloth. 

4.  Samples  gingham. 

5.  Experiments     as     to 

shrinkage   of  cotton 
cloth. 

6.  Tests  of  colors. 

7.  Cost      of      homemade 

trimming. 


SECOND  AND  THIRD  QUARTERS. 


Topic:   Meal  preparation  and  service.     Correlated  with  English, 
geography,  arithmetic,  hygiene,  and  general  science. 


Suggested    school    projects. 

1.  The  cooking  of  food. 
(<.')   Combustion     ex- 
periments. 
(6)   Fuels. 

(c)  Types  of  stoves. 

(d)  Effect  of  heat  on 

different  food- 
stuffs. 

(e)  Types    of    uten- 

Sils. 


Home  projects. 


Investigation   reports  and 
recitations. 


1.  Prepare  at  home  each    i. 

article     cooked     at 
school. 

2.  Help  prepare  Sunday 

breakfast. 

3.  Help      wash      dishes 

each  day. 

4.  Keep     table     cutlery    9. 

polished. 

5.  Set       supper       table 

daily. 


(o)  Cost  of  different 
fuels. 

(b)  Sources    of    dif- 

ferent fuels. 

(c)  Cost  of  different 

stoves. 
Water. 

(a)  Uses  of  water  in 
the  household. 


HOME   ECONOMICS   COURSES   OF   STUDY. 


.School   working   projects- 
Continued. 


2.  Preparation      of      flic 

family  breakfast. 
(<i)   Fruits. 
( li }    Cereals. 
(c)   Hot  breads, 
(rf)   Meat  dishes. 
(c)    Fish  dishes. 
(/')   Egg    pro  pa  ra- 
tion:'. 

".   Daily  service  of  break- 
fasts. 

(«)    Individual. 
(&)   Class  groups. 

(c)  Teachers. 

(d)  <J  nests. 

4.  Care  of  kitchen. 

(«)    Dish  washing. 

(b)  ("are  of  stove. 
(<;)   Washing        win- 
dows. 

((/)   Care  of  floor. 
H.  Care  of  foods. 

(a)  Milk. 

(6)   Kaw  food. 

(c)  Cooked  foods. 

6.  On re  of  food  contain- 

ers. 
f  n )    Ice  box. 

(b)  Window  box 

(c)  Bread  box. 
((/)    Flour  cans. 

7.  Care  of  (lining  room. 

(n)    Sweeping. 
(It)    Dusting. 

(c)  Airing. 

(d)  Table  setting. 
(c)  Care     of     table 

linen. 

(f)   Laundering  table 
linen. 


Homo  projects — Continued. 

0.  Care   for  foods   from 
market. 

7.  Do  marketing. 

8.  Prepare  Sunday  'sup- 

lie  r. 

!).  Take   care    of.  refrig- 
erator. 

10.  Assume   care   of  din- 
ing room. 


Investigation  reports  nnd 
recitations — Continued. 

2.  Water— Continued. 

( b )  Uses  of  water,  in 

the  body. 

(c)  Local  water  sup- 

ply. 

3.  An  adequate  diet  f6r  a 

growing  child.  , 
'(a)   Value  of  milk. 

(b)  Milk  sanitation. 

(c)  Local   milk   sup- 

ply. 

(d)  Visit  creamery- 

4.  Value  of  cereals  in  the 

diet. 

( a )   Kinds  of  cereals. 
(It)   Visit  mills. 
(c)   Visit  bakery. 

5.  Value   of   green    vege- 

tables. 

(a)  Study   vegeta- 

bles. 

6.  Marketing. 

(«)   Visit   markets 
and  stores. 

(b)  Study  sanitation 

of  markets. 

(c)  Compare  sanita- 

tion   of    mar- 
kets. 

(<1)  Compare  prices 
in  "  cash  and 
carry  "  stores 
and  in  "charge 
and  delivery 
stores.1' 
8.  The  home  luncheon  or 

supper. 
(« )   Cream  soups. 

(b)  Scalloped     vege- 

tables. 

(c)  Cream       vegeta- 

bles. 

((/)    Kggs    in    lunch- 
ton  dishes. 

(c)   Simple  deserts. 

(H    Salads. 

(0)   L'i:ht  breads. 


6 


HOMK   ECONOMICS   COURSES   OF   STUDY. 


SEVENTH  CKADE:  FOURTH  QUARTKIJ. 

Topic:  Choice  and  making  of  simple  clothing.     Correlated  with 
arithmetic,  bookkeeping,  general  science,  art,  and  hygiene. 


I'roject. 

1.  Seventh    grade    girl's 

wardrobe:  Wash 
dress  of  simple  do- 
si  fin — 

(a)  Choice  of  mate- 
rial  as  to  color, 
design   and   suit- 
ability to  wearer. 

(b)  Choice   of   trim- 
ming   as    to   de- 
sign,   suitability, 
etc. 

(c)  Making     dress — 
development     o  f 
skill    and   stand- 
ards    of     work- 
manship. 

(d)  Care   of   sewing 
machine. 

(e)  Washing  colored 
cotton    materials 
— setting    colors, 
etc. 

(f)  Cost   of   dress — 
comparison       o  f 
material,     work- 
in  a  n  s  h  i  p    and 
cost  of  ready-to- 
wear  , dress. 

2.  Children's      garments: 

Rompers  and  dress. 
For  child  in  family 
or  in  charitable  in- 
stitution. (Sub- 
divide subject  as  in 
Project  1. 

3.  Cooperation  project 

for  school  activity  or 
benevolent  purpose. 


Homo  projects. 

1.  Family    mending    bas-    1. 

ket. 

(a) Stocking  darning. 
(b)   Buttons    and 

button  holes. 

2.  Entire    care    of    per- 

sonal wardrobe. 

3.  Daily  care  of  own  bed-   2. 

room. 

4.  Keeping     account     of  3. 

laundry. 

5.  Making   garments    for 

younger  child.  4. 


Investigation   reports  and 
recitations. 


Textiles. 

(o)   Visit     textile 
mill,  or 

(b)  Study  weaving. 

(c)  Test  colors. 

(d)  Collect    samples 
of  material. 

Figure  clothing  budg- 
ets. 

Visit  stores  with 
ready-to-wear  g  a  r  - 
mentis. 

4.  Study   making  leather 

and  shoes. 

5.  Essentials  of  healthful 

dressing. 


HOME  ECONOMICS   COURSES   OF   STUDY. 


EIGHTH  GRADE. 

Time  allowance  :  Two  double  periods  of  90  or  100  minutes;  1  single 
period  for  study,  recitation,  or  reports;  home  projects  not  less  than 
{JO  minutes  weekly. 

Motives:  Health,  home  helpfulness,  thrift,  efficiency  in  household 
occupations,  and  an  awakened  social  consciousness. 

First  quarter:  Topics — Food  preservation,  marketing,  food  study, 
food  accounts.  Correlated  with  general  science,  geography,  arith- 
metic, and  hygiene. 


n.^ostrd    school    pro !••••(-. 

Food  preservation. 
(a)   Fruit  cunning. 
(1>)   Vegetable      fan- 
ning. 

(c)   Jollies  and  jams. 
(tf)   Preserves       and 

pickles. 
Fruit  drying. 
Storage   of   win- 
ter vegetables. 
Wholesome     and     eco- 
nomical   f  a  in  i  1  y 
foods. 

(a)  Cooking  of  dried 

fruits 

(b)  Cooking    of    le- 

gumes. 

(c)  Bread  making. 

(d)  Meat  cookery. 
(c)  Winter     vegeta- 
bles. 

(/)   Desserts. 


Homo  projects. 

1.  'Home  canning. 

2.  Home  marketing. 
o.  Food  accounts. 

4.  Bread  baking. 

r>.  Preparation  of  break- 
fast. ' 

0.  W  ashing  supper 
dishes. 

7.  Saturday       k  i  t  c  h  e  n 

cleaning. 

8.  Care   of   garbage   and 

garbage  container. 

9.  Care  of  bath  room. 

10.  Care  of  own  room. 

11.  Care  of  dining  room. 

12.  Assistance   in    family 

laundry. 


Investi.ii'iifion   reports  and 
recitations. 

1.  Food  preservation. 

(a)  Y'esist  molds 
a  n  d  bacteria 
•  in  foods. 

(I))  Food  spoilage, 
causes  of. 

(c)  Destruction  and 
exclusion  of 
in  i  c  ro  organ- 
isms :  By  heat 
and  sealing; 
by  drying;  by 
chemicals. 

(<?)  Choice  of  foods 
for  preserva- 
tion. 

2.  Yeasts  in  bread  mak- 

ing. 

3.  M  olds  on  household 

clothing  or  linen. 

4.  Disposal  of  waste. 

5.  Prevention  of  insects. 
G.  Sanitation     of     bath- 
room. 


HOME   ECONOMICS   COURSES  OF  STUDY. 


EIGHTH  GRADE:  SECOND  QUARTER. 


Time  alknvanee  and  motives :  The  same  as  in  first  quarter. 

Topics:  Continuation  of  first  quarter's  work.  Preparation  of 
food  in  family  quantities.  Keeping  food  accounts.  Establishing 
Labits  of  swiftness  and  good  workmanship.  Correlated  as  in  first 
quarter. 


Suggested    school    projocts. 

1.  Choice     and     prepara- 

tion of  food. 
(«)    Soups. 
(1)   Moats. 
((••)   Vegetables. 

(d)  Salads. 

(e)  Breads. 

(f)  Desserts. 
(<7)  Beverages. 

2.  Daily    service   of    din- 

ners at  school. 
All  cooking  in  fam- 
ily quantities  either 
sold  in  lunch  room 
or  sold  to  teachers 
or  homes. 

3.  Sanitation  of  the  home. 

(a)  Elimination      of 

insects  a  n  d 
other  disease 
carriers. 

(b)  Care  of  cellar  or 

basement. 

(c)  Sanitary  care  of 

floors  and  floor 
coverings. 

(d)  Sanitary  plumb- 

ing a  n  d  its 
care. 

(c)  Practice  in  care 
of  teachers' 
rest  rooms  and 
other  rooms  in 
school. 


Home  projects. 

Continuation  of  those  1st 

quarter. 
Increase    time    spent    in 

meal     preparation     at 

home. 


Investigation,  reports,  and 
recitations. 

1.  Principles  of  selection 

of  diet, 
(a)  Constituent      of 

an       adequate 

diet. 
(&)   Diet  in  relation 

to  age. 

(c)  Economic    con- 

sideration. 

(d)  Labor  considera- 

tions in  choice 
of  food. 

(c)  Suitable  dinner 
menus  for  spe- 
cial conditions. 

(/)  One  hundred  cal- 
orie portions 
of  cooked 
foods. 

(y)  Nutritive  ratio. 

(70  Growths  deter- 
minants. 

(f)  Comparative 
cost  of  fresh 
and  canned 
milk,  fruits, 
vegetables,  etc. 

2.  Study  of  plumbing  con- 

ditions in  school  and 
home. 

3.  Visits     to     houses     in 

process  of  building. 

4.  Visits    to    garbage 

dumps    and    sewage 
disposal  plants. 


HOME   ECONOMICS   COURSES   OF   STUDY. 


EIGHTH  GRADE  :  THIRD  QUARTER. 

Topic  :  Economy  in  the  use  of  clothing.     Study  of  costs. 

Aim :  To  establish  habits  of  good  workmanship,  especially  in  the 
use  of  sewing  machine  and  commercial  patterns.  To  relate  the 
study  to  the  personal  hygiene  and  work  in  color  and  design.  Cor- 
related with  geography,  general  science,  arithmetic,  art,  and  hygiene. 


School  working  projects. 

1.  Wool   dress   or   middy 

blouse  and  wool 
skirt. 

2.  Use  of  old  \voolen  gar- 

ment by  remaking 
for  a  child. 

3.  Care  of  clothing,  clean- 

ing and  pressing  ar- 
ticles of  wool,  such 
as  mother's  skirts,  or 
brother's  suit. 

4.  Dyeing     woolen     arti- 

cles. 

5.  Care  and  cleaning  of 

sewing  machine. 


Home  projects. 

1.  Care  of  clothing. 

(«)  Home  mending 
of  woolens. 

( b )  II  e  m  o  v  a  I      of 

stains  and 
cleaning  wool- 
en garments. 

(c)  Help    in    family 

laundry. 

((?)  Care  of  the  ta- 
ble linen. 

2.  Housekeeping. 

(a)  Help  in  making 
bedding,  etc. 

(Z>)  Cleaning  home 
s  e  w  i  n  g  ma- 
chine. 

(c1)  Care  of  personal 
garments. 

(d)  Care      of      own 

rooms. 

(c)  Care  of  bath 
room. 


Investigation   reports  and 
reel  tp  (Jong. 

1.  Textiles  and  clothing. 

(a)  S  a  m  pies   and 

prices  of  wool- 
en goods. 

(b)  Household    tests 

for  wool. 

(c)  Household    tests 

for  linen. 

(d)  Cost  of  ready-to- 

wear  rs.  home- 
in  a  d  e  g  a  r  - 
nients. 

(c)  Quality  of  ma- 
terial in  ready- 
to-wear  gar- 
ments. 

(f)  Points  in  the  se- 
lect i  o  n  of 
ready-  to-wear 
garments. 

(<7)  Extravagance  of 
extreme  styles. 

(It)  Summer  care  of 
winter  gar- 
ments. 

(i)  Personal  and 
family  clothing 
budget. 

(j)  Purchase  and 
care  of  acces- 
sories, such  as 
gloves. 

(/;)  Clothing  as  re- 
lated to  health. 


10 


HOME   ECONOMICS    COURSES   OF   STUDY. 


EIGHTH  GRADE  \  FOURTH  QUARTER. 


Topic:  (1)  Summer  clothing — its  use  and  care.  (2)  Garments 
for  infants;  home  nursing  and  care  of  little  children  during  summer. 
Correlated  as  in  previous  quarter. 


School  working  projects. 

1.  Summer  dress. 

2.  Summer     undergar- 

ments. 

3.  Baby  outfit. 


Ilonle  projects. 

1.  Milking  dress  for  baby. 

12.  rare  of  baby. 

o.  Making   summer   dress 

at  home. 
4.  Preparing   food    for 

<ick  person, 
"i.  ('are  of  bedroom. 
G.  Any  of  previous  home 

projects. 


Investigation    ivports  and 
recitations. 

3.  Summer  clothing. 

(a)  Discussion       of 

materials  and 

collection  o  f 
samples. 

(b)  Collection  of 

trimming  sam- 
ples. 

(c)  Cost  of  garment 

made. 

(d)  Cost    of    ready- 

to  -  wear     gar- 
ment. 

2.  Care  of  children. 

(o)  Garments    need- 
ed by  infant. 

(b)  Materials     and 

patterns     suit- 
able for  infant. 

(c)  Bathing  and  care 

of    little    chil- 
dren. 

(d)  Foods   for  little 

children. 

3.  First  aid  in  emergen- 

cies. 

4.  Food  for  the  sick. 


NINTH  GRADE  :  SURVEY  COURSE. 

The  following  suggestions  for  a  survey  course  are  offered  for  the 
ninth  grade.     The  value  of  such  a  course  would  be — 

1.  To  give  the  girl  a  well-rounded  conception  of  the  many  studies 
contributing  to  worthy  home  membership. 

2.  To  arouse  interest  leading  to  elective  studies  in  the  10,  11,  and 
12  years  of  more  detailed  courses. 

3.  To  help  the  girl  who  must  leave  school  at  the  end  of  the  ninth 
grade  to  live  her  daily  life  more  wisely  and  to  find  her  place  in  the 
working  world. 


HOME   ECONOMICS   COURSES   OF   STUDY. 


11 


First  quarter:  Topic — Clothing  studies  in  relation  to  healthful 
and  economic  living. 

Second  quarter :  Topic — Food  studies  in  relation  to  healthful  and 
economic  living. 

Third  quarter:  Topic — The  home  and  its  care.  Studies  dealing 
with  making  the  living  place  a  healthful,  attractive  home  wherever 
it  may  be. 

Fourth  quarter :  Topic — Family  and  personal  finances.  Wise  and 
thoughtful  spending  and  saving. 

NINTH  YEAR  :  FIRST  QUARTER. 

Topic:  Selection  and  care  of  clothing  and  its  relation  to  healthful 
and  economic  living.  Correlated  with  art,  general  science,  social 
studies,  and  instruction  in  hygiene. 


School  working  projects. 

,  Care  of  clothing, 
(a)   Make  fall  hat. 
(&)   Remodel  a  wool- 
en garment. 

(c)  Make  collars  or 

other  forms  of 
neckwear. 

(d)  Freshen  ribbons. 
(c)  Clean  laces. 

(f)  Mend   laces  and 

gloves. 

(g)  Remove    spots 

and  stains 
from  actual 
garments. 


Home  projects. 

1.  Care  of  own  wardrobe. 

2.  Care  of  own  bedroom. 

3.  Entire     care     of     one 

other  room. 

4.  Assistance    in     house- 

hold laundry. 

5.  Share  in  weekly  mend- 

ing. 

C.  Personal   accounts  for 
clothing. 


Study  and  report  projects. 

1.  Study     of    textiles — 

adaptation  to  use. 

2.  Conservation        a  ri  d 

care. 

3.  Substitutes. 

4.  Selection  of  ready-to- 

wear  garments. 

5.  Hygiene  of  clothing. 

6.  Credit  or  cash  buying. 

7.  Clothing  expense  ac- 

count. 

8.  Visit   clothing    indus- 

tries      employing 
women. 

9.  Choice  of  clothing  by 

employed  women. 
10.  Prices    and    qualities 
of  various  ready-to- 
wear  garments. 


12 


HOME   ECONOMICS    COURSES   OF   STUDY. 


NINTH  GRADE  :   SECOND  QUARTER. 


Topic:  Selection  of  food  and  its  relation  to  healthful  and  economic 
living.     Correlated  with  hygiene,  social  studies,  and  general  science. 


Working  school  projects. 

1.  Inexpensive  meal  prep- 

aration. 

(a)   Luncheons. 
(6)    Soups. 
(c)   Made  dishes, 
(ri)   Hot -breads. 
(e)   Salads. 
(/)   Simple  desserts. 

2.  Study     of     purchased 

cook    foods    as    to 
cost,    flavor,    a  n  d 
components. 
( o )   K  s  t  i  in  a  t  e    of 
foods     in     100 
calorie     p  o  r - 
lions. 

(I))  Restaurant  foods 
and  cost  and 
approxi  in  a  i:  e 
composition. 

3.  Preparing  and  packing 

cold  lunches. 

4.  The  school  lunch-room 

lunch. 

(a)  Assistance       in 

preparation. 

(b)  Assistance        i  n 

serving. 

(c)  Period     of    re- 

sponsibility in 
p  r  e  p  a  r  atiou 
and  service. 


lloliii'    projocls. 

1.  Prepare    one    meal    1. 

daily. 

2.  Do  the  family  market- 

ing. 

3.  Keep   family    food    ac- 

counts: 

4.  Take  care  of  refriger- 

ators. 

5.  Care  of  left  over  foods. 

6.  Care  of  own  room. 

7.  Put    up    cold    lunches 

daily. 

o. 
3. 


Investigation    reports  and 
recitations. 

The     adequate     lunch- 
eon. 

(«)  Choice  of  foods 
i:i  public  eat- 
ing places. 

(b)  Sanitation       of 

public  eating 
places. 

(c)  Conditions     af- 

fecting the  cost 
of  cooked 
foods. 

Sanitation  of  markets. 
Sanitation     of     public 

wash  rooms,  etc. 
Visits    to    food    indus- 
tries   employing 
women. 

Personal    hygiene    for 
employed  girls. 


HOME  ECONOMICS   COURSES   OF  STUDY. 


13 


NINTH  GRADE:  THIRD  QUARTER. 

Topic:   The  sanitary  home,  prevention  of  disease,  first  aid,  and 
care  of  the  sick.     Correlated  with  hygiene  and  general  science. 


School  working  projects. 

1.  Sanitary    care    of   the    1. 

house:  2. 

(«)   Care  of  sink.          3. 

(b)  Care     of     gar-   4. 

bage  and  re- 
fuse. 5. 

(c)  Care  of  bath- 

room    equip-    c. 
ment.  7, 

(rf)  Cleaning,  dust- 
ing, sunning, 
and  airing 
rooms. 

(c)  Care  of  lighting 
appliances. 

(f)  Renewal  of  wall 
a  n  d  w  o  o  d  - 
work  finishes. 

2.  Foods  for  the  sick  : 

(0)  Preparation  and 

choice  under 
special  condi- 
tions. 

3.  Care  of  sick  room  : 

(a)  Making  bed  for 
patient. 

(1)  Bathing     the 

sick. 

(c)  Use  of  hot-water 

bottles,  etc. 

(d)  Taking  tempera- 

ture. 

(c)  Recording  symp- 
toms. 

(f)  Making  band- 
ages, etc. 

(0)  Disinfection  and 
sterilization  of 
sick-room  arti- 
cles. 


Home  projects. 

Clean  one  room  weekly. 

Care  of  sick,  etc. 

Assist  in  care  of  child. 

Renew  kitchen  floor 
finish. 

Refresh  finish  on  bed- 
room articles. 

Make  window  curtains. 

Make  table  linens. 


Study    and    recitation 
projects. 

1.  Sanitation  of  homes: 

(a)  Ventilation. 

(b)  Cleanliness. 
(C)    Heat. 

(d)   Light. 

(c)  Plumbing. 
(/)    Surroundings. 

2.  Sanitation     of     public 

places : 

(«)   Street  cars. 
•  {1}   Offices     and 

places. 

(c)  Of  public  amuse- 
ment. 

3.  Preventloh    of    spread 

of  disease : 
(«)    Spread  of  colds 
and  other  dis- 
eases of  respi- 
ratory tract. 

(b)  Personal  respon- 

sibility for 

health  of  oth- 
ers. 

(c)  Unhygienic  per- 

sonal habits. 

4.  First  aid  in  sickness : 

(a)  1''  i  rs  t  aid  in 
fainting,  cuts, 
bruises,  frac- 
tures, burns. 

(1)  First  rare  nt  on- 
set of  sickness. 

(c)  Prevent  ion       o  f 

spread  of  sick- 
ness. 

(d)  Public  aids,  such 

n  s  hospitals, 
public  dispen- 
saries, visiting 
nurses,  visiting 
physicians,  etc. 

(e)  IIe;ilih.  accident, 

and  life  insur- 
ance. 


14 


HOME   ECONOMICS    COURSES   OF   STUDY. 


XINTH  GKADE:  FOURTH  QUARTER. 


Topic:  Family  and  personal  finances.     Correlated  with  bookkeep- 


ing and  social  science  courses. 


School  working  projr.  i>-. 

1.  Economics  of  clothing. 

(a)  Renovation  of 
spring  cloth- 
ing. 

(?>)  Making  or  re- 
making spring 
suit. 

(c)  Making   summer 

wash  dress. 

(d)  Washing      a  n  <1 

cleaning  deli- 
cate fabrics. 

(e)  School   problems 

connected  with 
school  activi- 
ties. 


Home  i»i-<ij;->-ts. 

1.  Keeping   family    ac- 
counts. 
•2.  Making    garments    for 

younger  children. 
.3.  Freshening        ribbons, 
Jaces,  etc.,  for  other 
members  of  family. 
4.  Assisting  in  household 
duties    as   suggested 
in    previous    o  u  t  - 
lines. 


Investigation    reports  cind 
recitations. 


Dividing  the  family 
income. 

Dividing  the  family 
clothing  budget. 

Dividing  the  personal 
clothing  budget. 

Dividing  the  wage- 
earning  woman's 
income. 

Relation  of  education 
to  income  earning. 

Laws  as  to  working 
conditions  of  wage- 
earning  women. 

Occupational  diseases 
of  women. 

Recreational  oppor- 
tunities for  women. 

Savings  accounts. 

Investments. 


9. 

30. 


UC  SOUTHERN  REGIONAL  LIBRARY  FACILITY 


A     001  139358     4 


